Learning Tasks
Small Group - Feedback Assessment
Respects others
Student reads quietly and stays in one place in the reading area.
Student reads quietly. S/he moves around once or twice but does not distract others.
Student makes 1-2 comments or noises when reading, but stays in one place in reading area.
Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others.
Stays on task
Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned.
Student reads almost all (80% or more) of the period.
Student reads some (50% or more) of the time.
Student wastes a lot of reading time.
Chooses Appropriate Books
Student chooses a book, which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher.
Student chooses a book, which s/he has never read before and which is slightly below his/her reading level.
Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher.
Student chooses a book that s/he has read many times before or which is more than one grade below student's reading level.
Focus on story/article
Student is lost in the story. There is no looking around or flipping through the pages.
Student seems to be enjoying and moving through the story, but takes some short breaks.
Student seems to be reading the story, but does not seem to be very interested. Takes a few short breaks.
Pretends to read the story. Mostly looks around or fiddles with things.
Tries to understand
Stops reading when it does not make sense and reads parts again. Looks up words s/he does not know.
Stops reading when it does not make sense and tries to use strategies to get through the tricky spots or to figure out new words.
Stops reading when it does not make sense and asks for assistance.
Gives up entirely OR plows on without trying to understand the story.
Understands story elements
Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately, when and where the story happened.
Student knows the names and descriptions of the important characters and where the story takes place.
Student...
This study investigates how ESL students' perception affects the teacher-student interaction in the writing conferences. The multiple-case study explores: ESL students' expectations of the writing conference and factors contributing to the expectations, participation patterns of ESL students in the conferences, and ESL students' perception of the effectiveness of teacher-student conferences. A questionnaire, distributed to 110 (65 NS and 45 ESL) students enrolled in the first-year composition classes, examines students'
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Within each of these are discriminatory and generalized patterns of learning; and can be incorporated into learning models. My own learning style is a combination of listening (learning from others) and then doing. It depends on the material; for any tactile operation, I find it easier to understand by touching and manipulating than simply reading in a manual how to perform the task. I believe I make clear use of
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E. The adult learners are always encouraged to understand why they need to study or learn a certain aspect, what can be its various potential categories and how it can be applied with minor adjustments in different scenarios. Furthermore, the andragogic learning processes encourage that the adult learner is an independent and self-dependent thinker and is able to draw in the previous experiences whenever required. Andragogic learning also encourages the
My Motivation My major motivation to pursue my college degree is my personal growth and development goals. Since childhood, I have always desired to excel in my career and help in changing the lives of others. I believe that pursuing a college degree is a critical step towards realizing this life-long dream. I am also motivated by my family, which has always supported me and challenged me to the best I
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